EDUCATIONAL POLICY IN TANZANIA FROM INDEPENDENCE …

EDUCATIONAL POLICY IN TANZANIA FROM INDEPENDENCE TO THE PRESENT:

CONTINUITY AND TRANSFORMATION

by Nina Elizabeth Weaver Bachelor of Philosophy, University of Pittsburgh, 2011

Submitted to the Faculty of Arts & Sciences in partial fulfillment of the requirements for the degree of Bachelor of Philosophy in International and Area Studies

University of Pittsburgh 2011 1

UNIVERSITY OF PITTSBURGH Arts & Sciences

This thesis was presented by

Nina Elizabeth Weaver

It was defended on April 1, 2011

and approved by William James Jacob, PhD, Professor, School of Education, University of Pittsburgh Amy Stambach, PhD, Professor, Educational Policy Studies and Anthropology, University of

Wisconsin-Madison John C. Weidman, PhD, Professor, School of Education, University of Pittsburgh Thesis Advisor: Macrina C. Lelei, PhD, Associate Direct, African Studies Program, Adjunct

Assistant Professor, School of Education, University of Pittsburgh

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Copyright ? by Nina Elizabeth Weaver 2011

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EDUCATIONAL POLICY IN TANZANIA FROM INDEPENDENCE TO THE PRESENT:

CONTINUITY AND TRANSFORMATION Nina ElizabethWeaver, BPhil University of Pittsburgh, 2011

This thesis studies the changes in the formal educational policies in Tanzania from independence until the present. Since independence in 1961, the government of Tanzania has attempted several times to reform the educational system to meet their development objectives different objectives and generate desired outcomes. This thesis compares the 1967 Education for SelfReliance policy with the most recent 1995 Education and Training Policy by taking a historical view of the role of work-oriented education in primary and secondary institutions. Using the framework developed by Wim Hoppers (1996), this study finds that work-oriented education is an important strategy for improving the relevance of the educational system in both policies. However the educational system has undergone noteworthy changes in the approach and focus of work-oriented education during this time. The most significant of these changes is a shift in emphasis from rural-oriented vocational education to technology education as the major focus of work-oriented education, demonstrated through supplementary education policies such as the 2007 Information and Communication Technology policy. This thesis maintains that the continued presence of work-oriented education has important implications for the 1995 Education and Training Policy, particularly because the current work-oriented program shares many of the same challenges that impeded the 1967 Education for Self-Reliance policy. Through historical analysis of past experiences and issues, these challenges must be recognized and addressed in order for the current policy to be successfully implemented and to achieve its work-oriented education objectives.

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TABLE OF CONTENTS

INTRODUCTION....................................................................................................................... 11

1.1

CURRENT STUDY AND METHODS ............................................................ 12

1.1.1 Methods .......................................................................................................... 14

1.2

RELATED ISSUES, CONCEPTS, AND DEFINITIONS: RELEVANT

EDUCATION, PRACTICAL EDUCATION, AND WORK-ORIENTED

EDUCATION IN TANZANIA .......................................................................................... 16

1.2.1 Relevant education. ....................................................................................... 16

1.2.2 Practical education as relevant education ................................................... 18

1.2.3 Work-oriented education .............................................................................. 20

1.2.4 Implications for work-oriented education and the Tanzanian context .... 25

2.0

HISTORY OF THE TANZANIAN EDUCATIONAL SYSTEM: AFRICAN

INDIGENOUS EDUCATION, COLONIAL EDUCATION, AND RELEVANCE ............. 27

2.1

INDIGENOUS EDUCATION IN TANZANIA: RELEVANCE INHERENT?

............................................................................................................................. 27

2.1.1 Methods of education .................................................................................... 30

2.1.2 Socialization in indigenous education .......................................................... 32

2.1.3 Skills and "practical education" in indigenous education ......................... 33

2.1.4 Indigenous education in Tanzania ............................................................... 34

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